- Introduction to Biological Psychology
- Biological Psychology Lab
- Drugs, Behavior, and the Brain
- Psychology of Learning
- Biopsychology Seminar
I am a biopsychologist who researches the effects of drug exposure on the developing
brain, as well as how early exposure may alter later-life behavior.
Please see my full list of publications at my Google Scholar link HERE.
Although Psychology courses with a Biology component can be overwhelming to both undergraduate
and graduate students, courses such as these are vitally important to students’ understanding
of Psychology as a whole. In order to ease student concerns and make the course material
seem less overwhelming, I try to make the classroom a welcoming and enriching environment
by encouraging
questions and open discussion. In addition, I strive to make course material less
daunting by highlighting the relationships between topics rather than asking students
to treat each topic as its own separate entity. In classes such as Biological Psychology,
I always emphasize the importance of understanding how areas of the brain work together
to influence behavior, rather than having students only practice rote memorization
of each area and their individual roles. My teaching approach includes facilitating
such learning in the classroom by asking multi-perspective questions, providing real-life
examples to discuss, encouraging students to generate their own questions, as well
as try to answer each other’s questions based on the material learned in class. I
have found that this approach not only helps students understand the material more
clearly, but also maintains student engagement, and promotes student involvement in
outside research opportunities by encouraging their curiosity about a wide range of
Psychology topics.
My teaching philosophy is further reflected in my design for lecture, homework, quiz,
and exam material. For quizzes and exams, I may use multiple choice questions to examine
basic understanding, but essay questions and/or diagrams are far more telling regarding
a student’s understanding of the material. A short essay question design allows me
to see which aspects of the concept the student has grasped versus which aspects they
are still struggling with, allowing for a more individualized learning experience.
I have used this approach in classes of both large and small populations; while it
is more feasible in smaller classes, I believe all students deserve a chance to excel,
and some may require more explanation to truly understand the material than others.
As a mentor and instructor, I am also committed to promoting diversity. I greatly
recognize that students from under-represented groups are presented with a variety
of barriers in pursuing higher education, including (but not limited to) discrimination
at school and in research facilities, bias in application reviews, and financial constraints
for attending research conferences and applying to graduate programs. I thoroughly
enjoy mentoring students in both the classroom and laboratory, and value the opportunity
to work closely with them and help foster their interests.
In addition to teaching University students, I also enjoy and have experience teaching
scientific topics to lay audiences with limited science backgrounds. For example,
I have been an invited speaker at local community colleges where I discussed current
science-related issues to their students and faculty. I have also taught courses through
the Osher Life-long Learning Institute (OLLI) to groups of retired individuals interested
in continuing their education in a wide range of science-related topics. I believe
that the ability to communicate to a wide range of audiences is critical for scientific
advancement of any topic.
My current research focuses on how prenatal exposure to drugs may alter brain and
behavioral development throughout the lifespan. I am particularly interested in the
effects of prenatal polydrug exposure to alcohol, nicotine, cannabis, and electronic
cigarettes.
Prenatal alcohol exposure can disrupt physical, neurological, and behavioral development,
leading to a range of outcomes known as fetal alcohol spectrum disorders (FASD). Individuals
with FASD may exhibit impairments in a number of behavioral/cognitive domains, including
learning, attention, executive functioning, emotional regulation, social interactions,
motor coordination, and impulse control, which can lead to serious problems in school
and daily life. FASD pose a global health
concern, as approximately 1 in 10 women report some alcohol consumption during pregnancy,
and prevalence rates of FASD in the U.S. range from 1-5%.
However, women may consume other drugs besides alcohol during pregnancy. Cannabis
is the most commonly used illicit drug among pregnant women, with prevalence rates
estimated between 3-10%. This is because cannabis use during pregnancy is perceived
as safe; in fact, many pregnant women purposefully take cannabis products for pregnancy-related
illness such as nausea even though cannabis may actually make these symptoms worse.
Unfortunately, the risks of prenatal cannabis exposure are still not well understood.
Past data from clinical and preclinical research have been inconsistent, and given
the drastic rise in the primary psychoactive constituent, delta-9-tetrahydrocannabinol
(THC), and changes in the popularity of non-psychoactive cannabidiol (CBD), these
data may no longer be relevant.
In addition to changes in accessibility and potency levels of cannabis, administration
routes have also evolved. Prevalence rates of general electronic cigarette (e-cigarette)
use among pregnant women in the U.S. is estimated to be between 5-14%. This includes
the use of e-cigarettes to consume both nicotine and cannabis, as vaping has become
one of the most popular routes of administration for both drugs. In fact, pregnant
women, particularly young women, have the perception that the use of e-cigarettes
(vaping) is safer than traditional smoking. Yet, little research has examined the
health consequences resulting from any e-cigarette use during pregnancy, despite requests
from medical professionals.
Another challenge in understanding the potential effects of cannabis exposure on fetal
development is the high rate of polydrug consumption. According to the National Household
Survey on Drug Abuse, half of pregnant women who report consuming cannabis also report
drinking alcohol. Another common polydrug consumption pattern is that of cannabis
and nicotine; pregnant women report using cannabis and tobacco in combination more
than cannabis alone. Simultaneous use of THC and nicotine has been made more accessible
for consumers due to the growing popularity of e-cigarettes. Importantly, accurate
data reflecting the use of drugs during pregnancy, as well as exposure levels, are
difficult to obtain as women who consume drugs frequently under-report their usage
due to stigma. However, little is known about the potential associated risks of polydrug
consumption during pregnancy in any combination, particularly when e-cigarettes are
used. My research lab uses a preclinical model to characterize the potential effects
of polydrug consumption (alcohol, cannabis, and nicotine) during pregnancy. Students
will get an opportunity to gain experience in examining both biological and psychological
changes and learn novel techniques in the ever-changing teratology field.
An important priority of my research program is to maintain a translational focus,
promote community engagement, and reduce stigma surrounding drug use. I currently
serve as an Advocacy Ambassador for the Federation of Associations in Behavioral and
Brain Sciences (FABBS), where we reach out to Congress to educate and inform them
about current research being done in our fields. In addition, I enjoy communicating
my research findings to the public through invited talks, public outreach events,
and student health fairs. Lastly, I am dedicated to discussing my research in a way
that promotes education about this topic rather than promoting a negative stigma surrounding
drug use.
In all transparency, I originally took Psychology courses while I was auditioning
to be a dance major; I had no idea what to do if I did not make the dance team. However,
once I started taking Psychology classes, I realized how it blended all of my interests.
Psychology encompasses so many topics and the content is always evolving. What solidified
my choice to remain a Psychology major was when I took a Physiological Psychology
course. I became really passionate about learning more about the biological underpinnings
of our behavior and developed a massive interest in understanding how drugs can alter
our biology and psychology. I decided not to finish my audition rounds to be a dance
major.
Instead, I joined a research lab that studied how our social discounting and perception
affects social smoking behaviors, attended my first research conference to present
my work, and applied to graduate school to pursue a degree an M.A. and Ph.D. in Behavioral
Neuroscience. Throughout graduate school, I got to develop my research niche studying
the effects of drug exposure during development and how it may affect brain and behaviors
later in life. To this day, I am still fascinated by this field. I am so thankful
that I get to teach and mentor other students who are passionate about Psychology
and help guide them to pursue their own interests, whatever they may be and however
they may change
In addition to research and teaching, I also love to:
- Paint and craft
- Play boardgames
- Watch documentaries or terrible reality television
- Listen to podcasts
- Tap dance, kickbox, or spin
- Try new restaurants, wineries, and breweries with my partner
- Spend time with my family and friends, in person or virtually!
I would like to experience a world where “being a scientist” is not associated with
a particular race, sex, gender, or upbringing.
No matter how advanced you are in your career, you should always be learning. I truly
believe that the more you know about a subject, the more you should realize that you
do not know everything. I approach every research and teaching experience with this
outlook so that I always have room to develop and improve.
My advisor and friend once told me, “You have to become comfortable with being uncomfortable
in order to grow.” Anytime I am scared about taking a chance, I repeat this mantra;
there are many opportunities I would have missed out on if I let my fear rule my decisions.
